scholarly journals LEARNING FROM THE INTEGRATED CURRICULUM APPROACH: STUDENT REFLECTIONS DURING AND AFTER THEIR EXPERIENCE

2020 ◽  
Author(s):  
Yani Jazayeri ◽  
Robyn Paul ◽  
Laleh Behjat ◽  
Mike Potter
Keyword(s):  
Learning Strategies ◽  
Integrated Curriculum ◽  
Self Determination Theory ◽  
First Semester ◽  
University Of Calgary ◽  
Traditional Format ◽  
Second Year ◽  
The University ◽  
Authentic Learning Experiences ◽  
Student Reflections

At the University of Calgary, we piloted an integrated curriculum approach in second-year electrical engineering. The intention was to provide authentic learning experiences, with the ultimate goal of fostering deep learning in the students. To improve students’ learning strategies, they were asked to reflect weekly on their learning during the program (Winter 2019: Jan-Apr), and during their first semester of third-year, which was run in the traditional format (Fall 2019: Sep-Dec). Using qualitative coding, these reflections were analyzed with a framework from self-determination theory to understand the student learning and motivation throughout the program. There were 11 themes that emerged, categorized within the three elements of the theoretical framework: competence, relatedness, and autonomy.

scholarly journals STUDENT REFLECTIONS IN COURSE-BASED UNDERGRADUATE RESEARCH EXPERIMENT IN A FIRST-YEAR CIRCUITS COURSE

2021 ◽  
Author(s):  
Yani Jazayeri
Keyword(s):  
Undergraduate Research ◽  
Self Determination Theory ◽  
Self Determination ◽  
First Year ◽  
Research Experience ◽  
University Of Calgary ◽  
Research Experiment ◽  
The University ◽  
Authentic Learning Experiences ◽  
Student Reflections

At the University of Calgary, we piloted a course-based undergraduate research experience in thefirst year circuits course. The intention was to provide authentic learning experiences, with the ultimate goal of fostering deep learning in the students. Using qualitative coding, these reflections were analyzed with a framework from self-determination theory to understand the studentlearning and motivation throughout the experience. There were 10 themes that emerged, categorized within the three elements of the theoretical framework: competence, relatedness, and autonomy.

scholarly journals Vocational- Education Students' Attitudes towards Their Academic Specialization in Jordan

2021 ◽  
Vol 16 (3) ◽  
pp. 10-24
Author(s):  
Mohammad Omar Al-Momani ◽  
Keyword(s):  
Vocational Education ◽  
Education Students ◽  
First Semester ◽  
Descriptive Approach ◽  
Second Year ◽  
Students Attitudes ◽  
The University ◽  
Academic Year ◽  
Study Plan ◽  
Academic Specialization

The aim of the study was to identify the attitudes of vocational education students at Al-Balqa Applied University towards enrollment in their academic specialization from their perception, relating them to variables such as gender, the student’s academic year, and academic rating. A descriptive approach was used with a questionnaire which comprised 33 items that measured the students' attitudes towards the vocational education specialization. The study comprised 221 male and female students to whom the questionnaire was distributed in the first semester of the academic year 2019-2020. The study found that the students' attitudes towards the vocational education specialization for the instrument as a whole were positive: 24 items obtained positive attitude scores and 9 items showed an average attitude. It was found that there were no statistically significant differences among vocational-education students’ attitudes towards their enrollment in their academic specialization in terms of the study variables: gender; the student’s academic year (first and second year, third and fourth year); or academic rating (acceptable, good, very good, and excellent). It was also found that there were no statistically significant differences among the vocational education students' attitudes towards their enrollment in their academic specialization. These differences are attributed to the study variables: gender, academic year, and academic rating. It is recommended that: the study plan should be developed to be more comprehensive, and incorporates a diversity of experiences, knowledge, and activities to achieve differentiation of the student's personality. This requires the university and the college to provide diverse and flexible activities to suit the characteristics of students in light of the principles of respecting, meeting and satisfying their inclinations and desires.

scholarly journals Revealing Hidden Spatial Attributes

2019 ◽  
pp. 234-239
Author(s):  
Andreas Savvides ◽  
Spyros Spyrou ◽  
Teresa Tourvas
Keyword(s):  
New York ◽  
Collaborative Design ◽  
First Semester ◽  
The Public ◽  
Jane Jacobs ◽  
Greenwich Village ◽  
City Space ◽  
Spatial Attributes ◽  
Second Year ◽  
The University

The premise of the studio, the discovering and mapping of aspects of ‘hidden’ spatial publicness as a primer for the collaborative design of shared collective space in the public domain, as this is framed by individual addition based on a consensus proposal by students of the first semester, second year students at the Department of Architecture of the University of Cyprus, emanates from a number of readings and references that set the pedagogical framework for this design exercise. One such reference comes from Jane Jacobs’ description of the qualities of living in lively cities and she is basing those observations from her personal experience living in Greenwich Village in New York City. Her observation that ‘cities were no longer being built as agglomerations of city space and buildings, but rather, as individual buildings,’ finds resonance with our pedagogical mandate that quality public collective space, which is often hidden, can be the result of happenstance, but also the result of deliberately executing a collaborative strategy where individual building proposals are also subordinated by the collective design of the space between the buildings.

Combining the Love of Art, Science, Business and Medicine to Innovate and Enhance Patient Health. Highlights from the 7th Annual Leaders in Medicine Symposium of the Cummings School of Medicine, Calgary, AB

2018 ◽  
pp. E51-E54
Author(s):  
Jennifer Beatty ◽  
Michael Peplowski ◽  
Noreen Singh ◽  
Craig Beers ◽  
Evan M Beck ◽  
...  
Keyword(s):  
Hospital Admissions ◽  
Clinical Care ◽  
Clinical Problem ◽  
Faculty Members ◽  
Guest Speaker ◽  
School Of Medicine ◽  
University Of Calgary ◽  
Patient Health ◽  
The University ◽  
Care Costs

The Leader in Medicine (LIM) Program of the Cumming School of Medicine, University of Calgary, hosted its 7th Annual LIM Research Symposium on October 30, 2015 and participation grew once again, with a total of six oral and 99 posters presentations! Over 45 of our Faculty members also participated in the symposium. This year’s LIM Symposium theme was “Innovations in Medicine” and the invited guest speaker was our own Dr. Breanne Everett (MD/MBA). She completed her residency in plastic surgery at University of Calgary and holds both a medical degree and an MBA from the University of Calgary. In her inspiring talk, entitled “Marrying Business and Medicine: Toe-ing a Fine Line”, she described how she dealt with a clinical problem (diabetic foot ulcers), came up with an innovation that optimized patient care, started her own company and delivered her product to market to enhance the health of the community. She clearly illustrated how to complete the full circle, from identifying a clinical problem to developing and providing a solution that both enhances clinical care and patient health as well as reduces health care costs and hospital admissions. The research symposium was an outstanding success and the abstracts are included in companion article in CIM.

A Need Analysis in Academic Writing by Using Integrative-Based Approach: The Perspective of University Students

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Short Stories ◽  
University Students ◽  
Academic Writing ◽  
Integrative Approach ◽  
First Semester ◽  
Need Analysis ◽  
Initial Stage ◽  
Academic Genres ◽  
The University ◽  
Academic Year

This article discusses the needs and interests of the university students in Banten Indonesia for learning to write with an integrative approach as an initial stage in the development of academic writing textbooks. The participants in this study were 60 students in the first semester of the 2018/2019 academic year who took an Indonesian language course. It was found that students were familiar with writing activities. But the majority were limited to non-academic genres such as writing poetry, short stories, and writing personal blogs. Also, students have almost the same problems in academic writing, both from linguistic aspects, technical aspects, to issues of developing writing ideas. Another thing that was found in this study was the participation of lecturers who they expected in guiding and providing input during academic writing learning.

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

Marketing Love: Romance Publishers Mills & Boon and Harlequin Enterprises, 1930–1990

2021 ◽  
pp. 1-31
Author(s):  
DENISE HARDESTY SUTTON
Keyword(s):  
Consumer Goods ◽  
Marketing Strategies ◽  
Direct Mail ◽  
Popular Romance ◽  
British Publisher ◽  
Product Standardization ◽  
University Of Calgary ◽  
Standard Practices ◽  
The University ◽  
Book Publishers

When Harlequin Enterprises acquired British publisher Mills & Boon in 1972, the merged firm became the world’s dominant publisher of popular romance novels. Little is known, however, about the role that innovative marketing strategies played in the growth of these two romance publishing companies, especially their use of product sampling, direct mail, product standardization, and what was known at Mills & Boon as the “personal touch.” Through research in the Mills & Boon company archive at the University of Reading, the Grescoe Archive at the University of Calgary, as well as an analysis of company histories, trade publications, interviews, and marketing techniques, this study reveals how Harlequin and Mills & Boon took a different approach to product promotion than traditional publishers. Their innovation was to incorporate consumer goods marketing strategies, familiar to other industries, that disrupted and redefined standard practices of book publishers.

scholarly journals Invited viewpoint: teaching programming to students in physical sciences and engineering

2021 ◽  
Author(s):  
Lloyd Cawthorne
Keyword(s):  
Physical Science ◽  
Computer Programming ◽  
Physical Sciences ◽  
Engineering Degree ◽  
Second Year ◽  
The University ◽  
University Of Manchester ◽  
Programming Courses

AbstractComputer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses.

scholarly journals Infectious Diseases Training in Canada: One Size Does Not Fit All

2001 ◽  
Vol 12 (2) ◽  
pp. 98-100 ◽  
Author(s):  
B Craig Lee
Keyword(s):  
Infectious Diseases ◽  
Training Program ◽  
Career Counselling ◽  
Health Administration ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
University Of Calgary ◽  
Academic Settings ◽  
Outpatient Settings ◽  
The University

PURPOSE:To evaluate training in infectious diseases, determining which components of the training program best prepare residents for their career choices and where improvements are needed.METHOD:A cross-sectional survey was mailed to all 14 physicians who had graduated from both the Adult and Paediatric Infectious Diseases Training Program at the University of Calgary from 1985 to 1998. Responses about the adequacy of training were measured using a Likert-type scale and a qualitative questionnaire.RESULTS:Of 14 mailed questionnaires, nine responses were received (64%). Two-thirds of respondents were in an academic setting, and seven (78%) graduates obtained postfellowship training. The specialists in academic settings were all engaged in multiple nonclinical activities. The clinical and diagnostic microbiological components of training received the highest scores in terms of adequacy of training.CONCLUSION:Graduates of the University of Calgary training program indicated an overall satisfaction with their training. However, improvements are needed in career counselling, health administration, antibiotic utilization, infection prevention and specialized outpatient clinics. Potential strategies for addressing these issues include didactic lectures, enhanced exposure to clinical outpatient settings and provision of designated faculty mentors.

Sign in / Sign up

Export Citation Format

Share Document